INDEPENDENCE OF STUDENTS IN BASIC CHEMICAL LEARNING USING A CONCEPTUAL CHANGE TEXT ASSISTED APPROACH Wati Sukmawati(a*b), Asep Kadarohman(a), Omay Sumarna(a), Wahyu Sopandi(a)
a)Indonesia University of Education
*watisukmawati[at]upi.edu
b)Departemen of Pharmacy, Faculty of Pharmacy and Science, Muhammadiyah University Prof. Dr.HAMKA
Abstract
In understanding the basic chemical concepts, students still find it difficult to understand chemical concepts, especially if students learn a concept independently. By looking at the field conditions like that, researchers conducted a study that measured the independence of students in learning chemical concepts, especially if learning is done with a blanded learning approach with conceptual change text. The research method used was a qualitative method using an instrument in the form of a questionnaire distributed to students with 13 questions positively with a Likert scale of 1-4 (strongly agree - strongly disagree). Next, the data obtained from the students were processed and information was obtained that the level of student independence in learning chemistry using the blanded learning approach with conceptual change text was 69%. Based on these results the value is included in the group of 68.01-84.00 with a good category. So it can be concluded that learning chemistry using the blanded learning with conceptual change text approach is said to be a good level of student independence.
